I 


m 


wi 

V  V  • 


'>-'V  s 


m 


tt?- 


Sfr", 


,T?  •'..■> 


is* 


i  ••  -■. 

* 

p%? 

•/ 


>• ,. 


:ti 

.  ‘.V 

*[ 


■  ■> ,  • 

psfe»si4 


vr ; .-. 


xV 


- 


a. : 


INTERCHURCH  WORLD  MOVEMENT  OF  NORTH  AMERICA 


m. 


WORLD  SURVEY 


CONFERENCE 


A  A: 


n.' 


i  *mi*  .^Vr^VVA:* 


ATLANTIC  CITY 
JANUARY  7  to  10,  1920 


■ 

'v> vJw.a;  **;*  v-. . 

■a. -  ■' 

— 

St<  I 

IwPHpelpi'^ 

A 

■  ‘  . i 

r 


PRELIMINARY 


i^vr  ■:  $  H  $k  ■>«?..  > 


i$,U  V*^.:  &'• A"8*®  <•  .'i'-V-- ■'  .••' 

. 


•  .V  >  :«• 

Ml  •';■  r -4"  V  •• 

■l*5Ssl0l:«k‘VAA^A/’ 

-a-'  a 

'.•*■<•  Tf-  •*  ■<  ».'»>  .-:  '•-■•:■  v:  -.ri  .,. 1  ■•■  •-  ■  '  ■ 


•  ■  ■■■■'.  .  ■  ■  .<1  ■  ..•  7  .  . 


;V  .*W  . 1  ■■.V--jf* 

a£V^'’^4-aa..'R  ■ , :; 

i? 


/(' '  'O.'f*  '■ :  r*  ~^t-''.  "  ■  '  ■  ”‘  ',  . 

')4.b  'kAWSr^  it 


^,-v'  ‘  ,  vJPL..  ,.  .... 


;■>:/ ..  Vr®**- "  > . • .  b-^rit  ^  •* •  s'  .  X- 

.'AV''4.-‘3?  :;iv  ■  -.  "is ;;  ‘ 


PREPARED  BY 


-  ^  a  •  ;a  ^  »>u;c  t't 

"v;:-a:-^Av?^;,;^^  a-  ...  - 

_ _ _ 


SURVEY  DEPARTMENT 
AMERICAN  EDUCATION  DIVISION 


I’  1  ,"I.Ti,.'i  "  '.~”TT  „  . "  "  = 

..  •>  •  •'.  Sf,  \  ■■.(**•*■:  ■*  v  .  sb>  .*•*.  a:  •. r-  aK  '^y.s  •;•  * 

- 

■ 


THIS  Survey  statement 
should  be  read  in  the  light 
of  the  fact  that  it  is  preliminary 
only,  and  will  be  revised  and 
enlarged  as  a  result  of  the  dis¬ 
cussions  and  recommendations 
of  the  World  Survey  Conference, 

The  entire  Survey  as  revised 
will  early  be  brought  together  in 
two  volumes,  American  and 
Foreign,  to  form  the  basis  of  the 
financial  campaign  to  follow. 

The  “Statistical  Mirror”  will 
make  a  third  volume  dealing  with 
general  church,  missionary  and 
stewardship  data. 


INTERCHURCH  WORLD  MOVEMENT  OF  NORTH  AMERICA 


WORLD  SURVEY 
CONFERENCE 


ATLANTIC  CITY 
JANUARY  7  to  10,  1920 

PRELIMINARY 

Statement  and  Budget  for 
American  Education 


PREPARED  BY 

SURVEY  DEPARTMENT 
AMERICAN  EDUCATION  DIVISION 


7 


4 


AMERICAN  EDUCATION 


A  MERICA’S  ruling  passion  is  for  education.  Almost  all  the  people  share  it. 
/  %  The  laws  of  all  the  states  require  some  school  attendance.  Our  total 
/  m  investment  in  school-plants,  elementary  and  higher,  exceeds  $3,500,000,000. 
We  spend  for  education  annually  $1,000,000,000. 

The  rate  of  increase  in  school  enrolment  is  many  times  greater  than  the  increase  in 
population.  There  is  an  unprecedented  attendance  at  our  schools — with  the  exception 
of  normal  schools — this  first  year  since  the  World  War. 

In  itself,  education  is  neither  good  nor  bad.  It  becomes  one  or  the  other  in  accordance 
with  its  content  and  motive.  William  von  Humboldt,  the  first  Prussian  minister  of 
education,  with  Hegel,  Treitschke,  Neitzsche,  and  others  used  education  to  create, 
maintain  and  strengthen  Prussian  militarism.  Education  so  used  is  like  a  sharp, 
two-edged  sword  threatening  the  life  of  the  world. 

This  passion,  this  investment,  this  high  motive,  bring  to  the  churches  a  responsibility 
unique  and  heavy.  These  powerful  agencies  and  all  their  processes  must  be  Christian¬ 
ized.  We  must  make  our  people  good,  as  well  as  wise,  powerful  and  rich.  The 
churches  must  implant  in  the  hearts  and  consciences  of  their  members  and  of  all 
our  people  the  fundamental  truth  that  “the  soul  of  education  is  the  education  of  the 
soul.,,  The  spirit  of  the  Master  Teacher  must  be  present  in  our  schools. 

This  unique  opportunity  centers  in  the  fact  that  all  America’s  potential  leaders  are 
enrolled  in  these  schools.  In  our  day  the  “self-made”  leader  is  so  rare  as  to  be  negli¬ 
gible.  If  the  churches  are  to  have  a  stream  of  leaders  going  forth  to  world  ministry, 
lay  and  professional,  in  the  broad  and  new,  because  untried  way,  of  which  Jesus 
spoke,  they  must  come  forth  from  schools  permeated  by  His  spirit.  Our  schools  are 
now  the  formative  centers  of  our  civilization.  This  civilization  may  be  made 
Christian  by  our  schools  as  Germany’s  civilization  was  made  military  by  her  schools. 

A  large  majority  of  America’s  institutions  of  higher  learning  were  founded  by  the 
churches.  Even  today,  although  the  state  exercises  great  authority,  in  education  a 
majority  of  these  institutions  are  organically  related  to  churches.  The  investment 
in  these  denominational  colleges  and  universities  is  more  than  half  the  total  invest¬ 
ment  in  higher  education  reported  by  the  Bureau  of  Education. 


AMERICAN  EDUCATION 


4 


MEN  AND  MONEY 

F  THE  four  hundred  and  fifty  thousand 
students  in  institutions  of  higher  grade, 
one-half  are  in  denominational  institutions. 
Within  the  last  four  years  no  less  than  one 
hundred  million  dollars  has  been  added  to  the 
educational  investments  of  the  churches  affili¬ 
ated  with  this  Movement. 

THE  RELIGIOUS  IMPULSE 

NOR  has  the  religious  impulse  been  absent 
in  the  founding  and  extension  of  our 
public  schools.  Among  the  earliest  legislation 
in  Congress  was  the  Act  of  1785-7  providing 
for  the  government  of  the  Northwest  Territory. 

Its  famous  preamble  says:  “Religion,  morality 
and  knowledge  being  necessary  to  good  govern¬ 
ment  and  the  happiness  of  mankind,  schools 
and  the  means  of  education  shall  be  forever 
encouraged.”  The  act  provided  that  in  every 
township  section  16  should  be  given  to  schools; 
and  section  29  should  be  given  for  the  purposes 
of  religion.  The  twin  causes  of  religion  and 
education  were  inseparable  in  the  minds  of 
those  members  of  our  first  American  Congress. 

They  had,  however,  incorporated  in  the  Con¬ 
stitution  the  principle  of  separation  of  church 
and  state. 

A  great  problem  was  thus  created.  The 
state  must  engage  in  education.  But  the 
state  cannot  directly  engage  in  the  work  of 
religion. 


How  then  can  state  education  be  kept  Christian 
as  our  forefathers,  including  the  members  of 
the  first  Congress,  intended? 

RELIGIOUS  INFLUENCE 

OST  of  the  denominations  have  estab¬ 
lished  boards  of  education  whose  present 
aggregate  income  exceeds  one  and  one-half 
millions.  These  boards  have  far-reaching  in¬ 
fluence  in  various  phases  of  enlistment  for  life- 
service  and  training  for  Christian  leadership. 

Counting  institutions  now  recognized  as  de¬ 
nominational  and  those  listed  as  independent 
but  of  denominational  origin,  there  are  about 
520  colleges  and  universities;  620  secondary 
schools,  including  preparatory  departments  in 
colleges — a  vanishing  quantity — and  225  theo¬ 
logical  seminaries  and  religious  training  schools. 

In  addition  there  are  350  institutions  of  higher 
grade  supported  by  public  taxation,  including 
state  and  municipal  colleges,  universities  and 
normal  schools. 

RELIGIOUS  ATMOSPHERE 

HESE  institutions  are  distributed  un¬ 
evenly  in  every  state  of  the  Union  and 
have  within  and  about  them  a  distinctive  com¬ 
munity  life.  The  churches  should  make  it 
possible  for  the  students  in  all  of  these  schools 
to  breathe  the  Christian  atmosphere  and,  as 
Yale’s  charter  quaintly  says,  “be  fitted  for 
public  employment  both  in  the  church  and 
civil  state.” 


/^KRISTIAN  England  and  America  use  education 
to  establish  and  defend  the  ideals  of  liberty,  justice 
and  righteousness.  It  was  education  in  the  service  of 
these  ideals  which  overcame  the  menace  of  prosti¬ 
tuted  education  and  saved  modern  civilization. 


AMERICAN  EDUCATION 


5 


Denominational  and  Independent 

Colleges 

Jk  MONG  our  institutions  the  American  college  in  a  peculiar  sense  is  the 
/  \  product  of  the  religious  impulse.  It  is  in  this  group  of  institutions  in  par- 
1  m  ticular  that  are  found  organic  relationships  with  particular  churches  or 
denominations. 

Some  colleges  with  no  charter  limitations  have  sustained  close  but  informal  relations 
with  particular  denominations;  while  others  sustain  no  relations  either  organic  or 
informal  with  any  particular  church. 

Some  institutions  in  this  group  limit  themselves  strictly  to  collegiate  or  undergraduate 
work;  while  others  maintain  departments  offering  also  secondary,  special  or  profes¬ 
sional  courses. 

These  institutions  may  be  classified  as  follows: 

1.  Institutions  offering  courses  leading  to  baccalaureate  degrees  and  sustaining  either 
organic  or  informal  relations  with  some  particular  religious  denomination. 

2.  Junior  colleges,  i.e.,  institutions  offering  courses  of  study  covering  only  the  fresh¬ 
man  and  sophomore  years  of  college  work  and  sustaining  the  denominational  relations 
described  above. 

3.  Institutions  having  the  academic  rank  described  in  either  of  the  above  paragraphs, 
but  sustaining  no  relations  either  organic  or  informal  with  any  particular  religious 
denomination. 

This  group  of  institutions  is  central  in  the  educational  program  and  fundamental 
in  its  relation  with  the  life  of  the  nation.  Its  essential  part  is  the  work  of  the  four 
years  leading  to  the  baccalaureate  degree.  The  college  receives  the  boy  or  the  girl 
as  a  kind  of  raw  material  to  be  cleansed,  transformed  and  tempered.  At  the  end  of 
the  college  course,  the  man  or  the  woman  goes  forth  either  to  the  professional  school 
or  to  actual  contacts  with  life  for  some  finishing  and  orienting  processes.  The  college 
years  and  the  college  processes  determine  life  values  and  destinies. 

The  college  is  the  institution  around  which  all  other  educational  interests  and  agencies 
cluster.  The  quality  of  the  college  is  the  thing  in  which  all  who  desire  the  righteous 
development  of  the  social,  civil  and  spiritual  life  of  the  times  should  have  the  greatest 
possible  interest. 


RELATIVE  GROWTH 

OF  COLLEGES  AND  UNIVERSITIES 
UNDER  PUBLIC  AND  PRIVATE  CONTROL 
(College  and  resident  graduate  students) 


tnterchurch  World  Movement  or  Worth  America  G  O.  30 


AMERICAN  EDUCATION 


7 


There  are  over  five  hundred  institutions  claiming  to  be  colleges.  Some  are  large 
and  strong,  strict  in  their  academic  requirements  and  fruitful  in  their  gifts  to  the  life 
of  the  community.  Others  are  weak  and  struggling  and  utterly  unable  to  do  what 
they  should  for  their  students  and  their  constituencies. 

The  survey,  when  completed,  will  show  how  many  teachers  and  students  there  are 
in  our  colleges;  how  much  has  been  invested  in  plant,  equipment  and  endowment; 
and  how  much  more  should  be  invested  in  order  to  bring  the  institutions  to  reasonable 
efficiency. 

The  number  of  students  and  teachers  in  our  colleges  and  universities  is  comparable 
with  the  number  which  is  now  proposed  for  the  United  States  army.  The  investment 
in  this  central  group  of  institutions  is  less  than  the  expenditure  authorized  by  one 
Act  of  Congress  for  the  construction  of  aeroplanes. 


TWO  PROBLEMS 

HE  fundamental  problems  of  the  American 
college  are  two:  first,  how  to  attain  educa¬ 
tional  efficiency;  and,  second,  how  to  make 
and  keep  itself  genuinely  Christian. 

Practical  efficiency  depends  upon  adequate 
endowment  and  resources.  Originating  in  the 
effort  of  “enlightened  penury”  to  minister  to 
the  intellectual  and  spiritual  life  of  the  com¬ 
munity,  the  college  has  always  been  in  need  of 
greater  material  support  than  it  has  received. 
Owing  to  new  world  conditions,  our  colleges 
are  compelled  to  bear  the  burden  of  greatly 
increased  operating  expenses  while  incomes 
from  investments  remain  stationary  if  they  do 
not  decrease. 

The  practical  form  of  the  first  problem  is  this: 
how  to  secure  adequate  additional  funds.  Upon 
the  solution  of  this  problem  all  the  educational 
and  spiritual  progress  of  the  college  now  waits. 

THE  BURDEN— SHIFTED— REMAINS 

URING  its  earlier  years  the  American 
college  lived,  moved  and  had  its  being  in 
the  atmosphere  of  a  stern  and  uncompromising 
religious  faith.  The  majority  of  its  graduates 
became  ministers.  It  believed  its  mission  to  be 
the  preservation  of  religion  as  it  was  then 
understood  and  practised. 

But  now,  colonial  dogmatism  has  given  place 
to  a  more  tolerant  attitude.  The  privations  of 


early  New  England  days  have  been  forgotten 
amid  the  plenty  of  the  twentieth  century. 
Under  such  circumstances  colleges  once  in  a 
state  of  constant  religious  revival  seem  to  have 
lost  their  spiritual  earnestness.  In  the  midst  of 
these  new  conditions,  how  may  our  colleges 
strive  after  the  old  spiritual  ideals  while  freeing 
themselves  from  the  old  narrow  dogmatism? 
This  is  the  second  great  problem  which  the 
college  of  today  must  solve. 

INCREASED  ENDOWMENT 

HESE  colleges  should  be  able  to  attain 
educational  and  spiritual  efficiency.  The 
present  investment  in  them,  according  to  esti¬ 
mates  of  the  United  States  Bureau  of  Educa¬ 
tion,  is  somewhat  under  one  billion  of  dollars. 
What  additional  investment  should  the  colleges 
have  in  order  that  they  may  be  adequately 
equipped  for  the  task?  A  partial  and  tentative 
answer  to  this  question  is  appended  in  the 
budget  statement. 


THE  fear  of  the  Lord  is  the 
beginning  of  wisdom;  and  the 
knowledge  of  the  Holy  is  under¬ 
standing — Proverbs  9:10 


8 


AMERICAN  EDUCATION 


Secondary  Schools 

THE  importance  of  the  secondary  school  in  the  program  of  Christian  education 
has  not  always  been  appreciated.  Upon  the  foundation  provided  by  the 
secondary  school,  the  college  must  build  both  its  intellectual  and  its  spiritual 
house.  Since  the  public  high  school  too  often  provided  only  shifting  sands  of  moral 
sense  and  purpose  on  which  to  build,  the  church  has,  with  less  earnestness  than  the 
importance  of  the  cause  justified,  maintained  secondary  and  elementary  schools. 

Our  investigations  have  thus  far  disclosed  about  four  hundred  and  fifty  such  schools, 
not  counting  college  preparatory  departments.  The  Roman  Catholic  church  is  far 
more  alive  to  the  importance  of  schools  of  this  type  than  is  the  Protestant  church. 
What  they  would  have  in  the  community  of  the  future,  they  first  put  into  the 
minds  of  the  people  by  teaching  it  to  the  children. 

GENEROUS  HELP  NEEDED 

THE  problems  and  needs  of  the  secondary 
school  are  similar  to  those  of  the  college. 

It  must  have  more  money  and  it  must  be  per¬ 
meated  by  the  Christian  spirit. 

In  this  field  we  have  less  data  pointing  to  a 
definite  conclusion  than  in  the  college  field. 

Moreover  the  public  high  school  more  nearly 
fills  its  field  than  does  the  state  university  the 
field  of  higher  education. 

The  private  academies,  the  greater  number  of 
which  are  in  the  East  and  South;  the  mission 
board  schools  in  many  widely  scattered  regions; 
and  schools  for  certain  exceptional  populations 
make  up  the  list  to  be  surveyed  in  this  field. 

(All  types  of  institution  for  backward  racial 
groups  are  being  surveyed  by  the  Home  Mis¬ 
sions  Division.) 

Some  private  academies  are  heavily  endowed 
and  some  are  able  to  charge  large  annual  fees. 

Those  for  which  aid  is  especially  needed,  how¬ 
ever,  minister  to  needy  communities  where  en¬ 
dowments  do  not  exist  and  where  fees  must  be 
small. 

For  many  such  schools  generous  help  will  be 
asked  for  compelling  reasons  which  the  survey 
will  make  clear. 


GROWTH  OF  ATTENDANCE 

AT  PUBLIC  AND  PRIVATE  HIGH  SCHOOLS 
AND  ACADEMIES 


1889'90  '92  '94  '96  '98  1900  '02  '04  '06  '08  '10  '12  '14 


Inter  church  WorltJ  Movement  oT  North  America 


AMERICAN  EDUCATION 


9 


Tax- Supported  Institutions 

STATE  universities  and  colleges  and  the  larger  independent  universities 
and  normal  schools  are  welcoming  the  most  searching  investigation  and  are 
anxious  to  secure  the  fullest  cooperation  of  the  churches  of  all  denominations 
in  a  properly  unified  plan  for  providing  religious  training  for  their  students. 

The  types  of  institution  included  in  the  investigation  are:  state  universities  and  state 
colleges  of  agriculture  and  mechanic  arts;  departments  of  these  institutions  located 
in  other  communities,  such  as  the  college  of  medicine  and  the  college  of  law  of  a 
state  university  in  a  large  city;  state  normal  schools  and  colleges;  municipal  uni¬ 
versities;  and  certain  institutions  that  receive  part  of  their  income  from  public  funds. 

In  addition  to  these  our  survey  will  include  normal  schools  supported  by  counties 
and  cities  more  or  less  closely  related  to  the  county  or  city  public  school  system. 
Many  of  these  are  of  recent  origin  and  their  number  is  rapidly  increasing. 

Federal  institutions  and  certain  large  independent  universities  receiving  no  support 
from  public  funds  are  not  overlooked.  By  reason  of  their  size,  the  number  of  their 
students  and  the  fact  that  there  is  no  adequate  provision  for  religious  training,  these 
institutions  are  related  to  the  churches  in  the  matter  of  religious  training  very 
much  as  are  the  state  universities. 

In  recent  years  the  development  of  tax-supported  institutions  of  higher  learning 
has  amazed  students  of  education.  There  is  no  parallel  to  it  anywhere  in  educational 
history.  If  the  attitude  of  these  institutions  toward  religion  were  hostile — and  it 
has  already  been  said  that  it  is  friendly— this  development  would  be  alarming.  Their 
plants,  their  equipment,  their  teaching  staffs,  have  grown  as  if  by  magic.  The 
annual  budgets  of  several  of  these  institutions  pass  the  million  mark. 

The  state  universities  dominate  vast  sections  of  our  nation.  The  completed  survey 
will  set  forth  this  remarkable  educational  growth  and  from  it  will  be  seen  what  the  tax- 
supported  institutions  undertake  to  do  and  how  it  is  done.  Their  provision  for  the 
intellectual  and  physical  training  of  their  vast  student-bodies  will  be  set  forth; 
their  lecture  halls,  libraries,  laboratories,  dormitories,  gymnasia,  medical  service, 
athletic  fields,  experiment  stations,  farms,  extension  work  and  the  personnel  required 
for  their  comprehensive  tasks,  will  be  described  and  this  information  will  be  tabulated 
and  summarized  for  convenient  use.  From  this  survey  it  will  be  seen  how  many 
tens  of  thousands  of  our  young  men  and  women  are  studying  in  these  great  centers 
and  what  conditions  surround  them. 


AMERICAN  EDUCATION 


10 


RELIGIOUS  FORCES  INADEQUATE 

HE  survey  shows  how  utterly  inadequate 
are  the  religious  agencies  and  forces  at 
work. 

Part  of  the  responsibility  for  the  moral  and 
spiritual  culture  of  these  students  rests  upon 
the  institutions  themselves. 

But  the  fundamental  responsibility  for  the 
religious  training  of  these  young  people  rests 
upon  the  church. 

When  the  state  institution  does  all  it  may  do, 
there  is  much  left  undone;  much  more  than  the 
local  churches  of  the  community  are  able  to 
accomplish. 

These  questions  must  be  answered  in  the  field 
of  religion: 

a.  What  is  the  institution  doing  and  what 
should  it  do? 

b.  What  are  the  local  churches  doing  and  what 
should  they  do? 

c.  What  are  cooperating  church  agencies  doing 
and  what  should  they  do? 

UNDESIRABLE  COMPETITION 

URING  the  past  ten  years  some  of  the 
stronger  denominations  in  many  states 
have  begun  to  realize  their  responsibility  in 
these  centers  and  have  established  some  form 
of  enterprise  to  meet  the  need. 

There  is  a  danger  that  these  churches  may  over¬ 
capitalize  in  buildings  and  equipment  and  thus 
produce  an  economic  stress  by  inducing  an 
undesirable  competition.  This  danger  must  be 
avoided  at  home  as  it  is  being  avoided  abroad. 


UNIFIED  PLANS 

THE  present  tendency  toward  unification  of 
interest  and  organization  must  be  fostered. 
This  unified  plan  includes — does  not  operate  in 
competition  with — the  Christian  Associations 
and  gives  increased  opportunity  for  the  Chris¬ 
tian  members  of  the  faculty  to  take  their  proper 
part  in  the  religious  life  of  the  institution.  It 
provides  as  well  for  student  initiative  and  gives 
large  opportunity  for  the  use  of  their  talent  in 
service  within  the  university  and  the  com¬ 
munity. 

The  amount  of  money  required  to  make  ade¬ 
quate  provision  for  the  religious  needs  of 
students  in  each  institution  is  small  for  each 
student  because  the  university  provides  so 
liberally  for  the  students’  academic  needs. 

The  amount  required  varies  greatly  in  different 
centers.  In  centers  where  the  number  of 
students  equals  or  exceeds  the  number  of  citi¬ 
zens  it  is  necessary  to  provide  a  large  share  of 
the  cost  of  the  church  buildings  and  residences 
and  pay  a  share  of  the  cost  for  students’  work. 

INTERCHURCH  COOPERATION 

N  SOME  of  the  smaller  centers  where  the 
number  of  students  is  large  and  church 
facilities  inadequate,  there  is  immediate  oppor¬ 
tunity  for  a  number  of  denominations  to  unite 
in  the  erection  of  the  buildings  and  the  employ¬ 
ment  of  pastors  and  teachers. 

To  stabilize  the  work  and  to  insure  its  per¬ 
petuity  a  certain  amount  of  endowment  is 
necessary;  but  to  secure  the  vitality  of  the  work 
it  should  be  kept  in  close  relation  to  the  living 
sources  of  income  and  a  part  of  the  annual  in¬ 
come  should  come  from  the  churches. 


Education  and  Leadership 

/^\NE  thing  has  become  perfectly  clear  as  a  result  of  the  war.  The  race  may 
not  be  to  the  swift  nor  the  battle  to  the  strong,  but  the  leadership  of  the 
world’s  life  must  be  to  the  trained  and  educated  men  and  women 

— F.  W.  P ad  elf or d. 


AMERICAN  EDUCATION 


11 


Theological  Seminaries  and  Religious 

Training  Schools 

IN  ORDER  to  hold  the  attention  of  the  community  in  this  generation  the 
minister  must  be  thoroughly  trained  for  his  task.  No  physician  is  permitted 
to  practice  until  he  has  completed  years  of  rigid  preparation  for  his  chosen 
field,  but  one-half  the  men  who  enter  the  ministry  today  have  not  taken  nor  have 
they  been  afforded  seminary  training. 

To  meet  this  situation  adequately  the  church  must  provide  its  seminaries  with  the 
men,  equipment  and  resources  to  give  the  grade  of  instruction  properly  demanded 
of  its  ministry.  In  a  peculiar  sense  seminaries  and  training-schools  serve  the  denomi¬ 
nation  and  community  at  large  rather  than  a  small  local  constituency.  Their 
graduates  minister  everywhere  at  home  and  abroad. 

These  schools,  therefore,  should  receive  general  support  and  be  brought  to  an 
adequate  standard  of  excellence  throughout  the  country. 

There  are  225  institutions  professing  to  provide  higher  technical  education  and 
training  for  the  ministry  and  lay  leadership  of  the  Protestant  churches.  These 
include  all  the  theological  seminaries  and  religious  training-schools  affiliated  with 
Protestant  denominations,  together  with  those  now  independent  but  of  denomina¬ 
tional  origin. 

Careful  study  will  be  necessary  to  distinguish  more  clearly  between  seminaries  and 
college  Bible  departments,  which  in  some  cases  have  been  classed  as  theological  schools. 

Equally  careful  attention  must  be  given  to  the  field  geographically.  Some  small 
states  in  the  East  have  a  number  of  religious  professional  schools,  whereas  other 
large  sections  of  the  West  have  few  or  none.  Much  can  be  done  in  improving  the 
strategic  position  of  those  schools  which  today  are  handicapped  by  a  disadvantageous 
location. 

The  seminary  is  also  discovering  a  field  in  reaching  out  through  extension  work, 
institutes,  and  summer  courses  to  the  great  mass  of  professional  religious  workers 
who  have  not  had  advanced  instruction.  This  field,  its  needs  and  possibilities,  must 
be  measured  and  provided  for. 


RELATIVE  ATTENDANCE  IN  THE  FIELD 

OF  HIGHER  EDUCATION 


(PERCENTAGE  INDICATED  BY  AREA) 


Interchurch  World  Movement  of  North  America  6  D.  100. 


AMERICAN  EDUCATION 


13 


THE  chief  problems  presented  by  the  semi¬ 
nary  and  religious  training  school  group 
are  two: 

1.  A  definition  of  what  constitutes  a  “mini¬ 
mum”  and  “efficient”  (a)  Theological  seminary, 
divinity  school  and  school  of  religion;  (b)  Train¬ 
ing  school,  Bible  school  and  institute;  (c)  Bible 
department  in  a  college  (ranging  from  a  de¬ 
partment  offering  full  training  for  the  or¬ 
dained  ministry  to  a  simple  chair  in  Biblical 
literature). 

2.  How  can  these  institutions,  so  defined,  be 
made  effective  in  the  preparation  of  an  increas¬ 


ing  proportion  of  those  who  enter  the  field  of 
religious  service? 

The  budget  for  the  seminaries  and  training 
schools  of  the  Protestant  churches  takes  into 
consideration  the  legitimate  demands  which 
can  be  made  on  these  classes  of  institutions  in 
training  a  sufficient  number  of  religious  leaders. 

It  considers  also  the  additional  resources  neces¬ 
sary  to  this  task  and  the  proper  distribution  of 
those  resources  over  the  country.  The  extent 
to  which  the  institution  should  be  responsible 
for  financial  assistance  to  needy  students  is  also 
an  important  factor. 


Budget  Table 


THE  table  on  the  following  pages  are  only 
in  part  the  result  of  the  survey  which  is 
being  conducted  by  the  American  Education 
Division  of  the  Interchurch  World  Movement. 
This  survey  is  not  completed  and  cannot  be 
for  some  months  to  come.  The  table  con¬ 


tains,  however,  the  needs  as  revealed  and  ap¬ 
proved  to  date.  The  financial  askings  have 
in  the  case  of  most  of  the  denominations  been 
officially  checked.  This  latter  process  will  be 
carried  further  before  the  appearance  of  the 
final  survey  volumes. 


14 


AMERICAN  EDUCATION 


AMERICAN  EDUCATION 
DIVISION 

General  Budget  ; 

EDUCATIONAL  INSTITUTIONS  IN  THE  UNITED 

Table  I. — By! 

— 

This  table  contains  the  preliminary  estimates  of  the  boards  of  education  mentioned.  These  estimates  have  been  made  in  conform : 
colleges  are  based  upon  the  definitions  of  the  Minimum  and  the  Efficient  College  made  some  years  ago  by  the  Association  of  Amer 


Colleges  and  Junior  Colleges 

Theological  Seminaries  and  Training 
Schools 

Denomination 

1920 

5  Years 

1920 

5  Years 

No. 

Men 

Money 

No. 

Men 

Money 

No. 

Men 

Money 

No. 

Men 

Money 

BAPTIST 

Northern  Baptist  Conven- 

TION . 

22 

318,027,000 

2,218,100 

10 

33,720,000 

50,000 

1 

Seventh  Day  Baptist . 

CHRISTIAN 

3 

7 

3523,620 

3 

10 

1 

. . .  . 

32,000 

1 

2 

Christian  Church . 

CONGREGATIONAL 

4 

14 

752,500 

4 

25 

2,950,000 

1 

. . . . 

15,000 

1 

5 

125,000 

3 

Congregational  Churches.  . 
DISCIPLES 

16 

.... 

8,790,000 

16 

. . . . 

30,483,000 

13 

. . . . 

7,274,158 

13 

. . . . 

12,235,361 

4 

Disciples  of  Christ . 

8,600,972 

35,816,736 

704,000 

1,950,000 

5 

LRIENDS 

Society  of  Friends  (Ortho- 

dox) . 

8 

141,000 

2,920,000 

6 

METHODIST 

Methodist  Episcopal 

Church . 

85,000,000 

4,600,000 

7 

Methodist  Episcopal 

Church,  South . 

29,000,000 

8 

Methodist  Protestant 

Church . 

4 

945,000 

2,175,000 

1 

400,000 

9 

PRESBYTERIAN 

Presbyterian  Church  in  the 

U.  S.  A. 

52 

14,000,000 

60,000,000 

10 

Presbyterian  Church  in  the 

U.  S.,  South . 

1 10,000,000 

11 

United  Presbyterian 

Church.  . 

5,943,000 

12 

REFORMED 

Reformed  Church  in  the 

U.  S . 

7 

4,650,000 

500,000 

13 

UNITED  BRETHREN 

Church  of  the  United 

Brethren  in  Christ . 

7 

550,000 

2,181,000 

7,014,000 

14 

TOTAL . 

334,303,092 

3291,363,836 

37,995,158 

330,594,361 

15 

jThis  item  alone  reported  by  the  denomination;  it  was  assumed  that  it  indicated  college  needs  for  the  five-year  period. 
Jlncludes  all  administrative  work  together  with  the  support  of  ministerial  education  and  similar  lines  of  work  when  such 
work  is  aided  by  funds  from  board  treasuries. 


AMERICAN  EDUCATION 


15 


Statement  for 

STATES  UNDER  DENOMINATIONAL  CONTROL 

Denominations. 

ity  with  standards  and  norms  agreed  to  by  the  Council  of  Church  Boards  of  Education.  The  standards  and  norms  for  the 
ican  Colleges  and  modified  in  terms  of  money,  in  view  of  the  increased  cost  of  living,  by  the  Council  of  Church  Boards  of  Education 


7 

8 
9 

10 

11 

12 

13 


Secondary  Schools 

JWoRK  OF  THE  BOARDS 

1920 

5  Years 

1920 

5  Years 

No. 

Men 

Money 

No. 

Men 

Money 

No. 

Men 

Money 

No. 

Men 

Money 

13 

33,390,000 

33,903  000 
15,000 

40,000 

300,000 

4,600,000 

. 33,000 

1 

2 

370,000 

1 

2 

200,000 

5,000 

1,350,000 

3,243,000 

1,000,000 

17,300,000 

420,000 

8,500,000 

1,875,000 

2,535,000 

378,000 

370,000 

38,211,000 

33,233,000 

337,613,000 

Total 


1920 


35,808,000 

528,620 

842,500 

16,064,158 

10,654,972 

141,000 

*22,028,600 

*6,000,000 

945,000 

15,875,000 

*2,000.000 

*1,695,600 

*1,105,600 

550,000 


384,239,050 


5  Years 


329,040,000 

2,283,100 

3,315,000 

43,018,361 

42,366,736 

2,920,000 

110,143,000 

30,000,000 

2,995,000 

68,500,000 

10,000,000 

8,478,000 

5,528,000 

9,195,000 


3367,782,197 


*Budget  for  five-year  period  only  submitted  by  these  boards.  Figure  for  1920  has  been  arbitrarily  set  at  one-fifth  of  that  for 
five-year  period  and  appears  only  in  column  of  totals. 


■ 


.  .•'  /  ,~,».5£2*£-Vv*v~ 

■3fafofei*kr.  •■'!&>■•&■■  h 


■  .' 

' 

IftfSSa3®;  ^’Wr^Ss 

S^HB 


v>/*Vj->  >*•  *V  ■ 


/TA.^-'-lv  ~:/Z  -*?■’■ 

•:  .'••  V.o.-J.rv.i4 


HBPgBilSH 


8»T3k$&*  vfT'^s  S^-KfiSS  v  •  &vSa&  is^‘  *••  v*»v  .*  •-  > 

*?©'  •  iV: jjj&>'.f:?.,  .-v  ii  "  ^  ' 

v.;-. 

;  .  *.  .-- 

ri*^»  ■<!,  '■  O' r$5>.;  v^?  ■ .  •- -' ‘ i £*..*£'.* ¥'<'"  -c? '■;■  ‘ -.'t\  •  Ctf.-*  ,:  v'-  ■  £>&*•'  .:~  ■'“  .*  ■'  *-r  -  .••*■■  ’; 

Sra&ft-'  Sp  ?:;W  -.  i!ft  .•••.  s» 


-  S-^v  S-v  xf-  &  -  ztx?s 

y?'->vv ; ■  j plipA.  'A . .  r? ■: 

A' AAA  :W-y.:  A'  v  ,  <i‘  -’'7*' 


.* V  •*  :*mV  v.-4.  •  *  ■-.  -  **  v  - 

;i 

m.-  ' 

sse*  tv  $ sfe** 


'  v  •  -  ■  ,,o.  v ,  -r  •«■.  j  ■  ■  ,i- 

W#jj$ 

f3.;‘yr.?'4  •  '•»  ^‘i.1  -.•/-'v  < 

.jaC 


k’lWir.T  w  J  .••  ..  » 


^  •  *  . » nS^fry 


S*,  ik 


r  r  ti*.  '.*g»‘ V»-*  Wrf  •**' '■*' '•-S^j^PLrr  -t  -  PJ-  ! 


;V"  * 


■  m  -  r' ;  J 

i  yjQi% 

V 


,  .  ,  3a|  .■■  «_■  S":  ■  .■ ■.' J 
.,  .--,  iCSr  '.  ..■  •  -,  ■.  -  * 
i  f  :'..  ■  ->  .■.-  v  :  ■ 

^fe*S  ■ 


■ 

*f'- t  ..**•■  T-^  v  )<.  -a*WSHE>-c?,'»v.  i-:  k~;  >>-■••  ' 

B-'^-  •  ’-•  •  ■’Siril.V.*;  •'  -  >*  •-?•••-••»•*  ■  '■'  ■  ,:  .' 

■ 

. 

■  • .. 

Knuflg-'  •■Au^^/fe--  '■■•-•-- 1  '»-,.•  >*#>4  Vgi:»y-^f?'^i,-'.vj'.i8  ■  •;■■■•-:  r  -  ■>f-^ ..  ■  'J-j7  . 


v  ■*••  ■  <-.  T  '• .  7.,*  *i  .•Jr--v«i-v ..  ? 
‘'T,1.-  ’S&  ••>■■••  -»^--  ■.•;'»■  ..;  fc.  ■  ..'7,(41.^, 


INTERCHURCH  WORLD  MOVEMENT  OF  NORTH  AMERICA 

ORGANIZATION  OF  THE  SURVEY  DEPARTMENT 

SECTIONS 

— Africa 
— -China 
— India 

— Japanese  Empire 
—  Malaysia,  Siam 
— tndo-China,  Oceania 
— Philippine  Islands 
— Latin  America 
— Europe 
—  Near  East 

— Evangelistic 
— Educational 
—Medical 

— Social  and  Industrial 
—Literature 
— Field  Occupancy 
—Field  Conditions 
— Graphics 
— Statistics 
—Editorial 

•—Research  and  Library 
—  Cities 

—  New  York  Metropolitan 
— Town  and  Country 
— \vest  Indies 
— Alaska 
—Hawaii 
•—Migrant  Groups 

r—Citie* 

—New  York  Metropolitan 
—Town  and  Country 
Negro  Americans 
New  Americans 
-—Spanish-speaking  Peoples 
— Orientals  in  the  U.  S. 

— American  Indian 
— Migrant  Groups 


— Research  and  Library 
— Lantern  Slides 
— Graphics 
Publicity 
—Statistics 

-Industrial  Relations 


Colleges 

Universities 


its  Universities 
Municipal  Universities 
State  Agricultural  Colleges 
State  Normal  Schools 

-Theological  Seminaries 


Theological  Seminaries  1 — Pcoiu^Bibiicart^^artmsnu 

'—Religious  Training  Schoola 


E  Comity  and  Cooperation 
Field 

Standards  and  Norm* 


-i  r— Architecture 

- ) — Curriculum 

-*  •—Teacher* 

1  i— Music 

I"  — — Pageantry 
-*  •—Non-church  Organisations 


torlal 

Statistics  and  Tabulation 
icdules 


